Following the chaos in the Education Commission, the debate in the Chamber of Deputies on the provision that, if approved, would allow those who arrived in Italy before the age of 12 to obtain citizenship after completing a five-year school cycle has been postponed to 29 June year. A concrete hope to strengthen the integration paths in our country that would reward the expectations of an audience of over 330 thousand children (Miur data) who are no longer bound to turn 18 to be recognized as Italian citizens. Let us, together with Alessandra Cenerini, President of ADi, analyze the reasons why the world of education can only unanimously support this bill.
Cenerini, Ius Scholae’s road is very bumpy, with over 700 changes from the Lega and Fratelli d’Italia. What are his predictions?
If I were to rely on the luck of the regulations related to education, my prediction of Ius Scholae’s success would be dramatic negative, but I would hope that the deep sense of the school world will reach the hall, which in this terrain is the most naturally open and advanced, although it is not always so in terms of its ability for effective integration.
What do you think of the call for caution expressed by Deputy Secretary Sasso?
How to rate an intervention that defines Ius Scholae as a “coup de hand” and “escape forward”, with the classic additions that “there are more important things to do, that there is no rush, it is not part of the government program “And so on. Is not busy? I would like to remind you that it has already been 7 years since 13 October 2015, under the Renzi government, the Chamber approved at first reading the bill on the Ius Culturae, which then ran aground there. The Lega and Fratelli d’Italia’s opposition to the right to citizenship of children of immigrants, as further defined in a very cautious law, seems to be consistent with a climate of recovery that calls into question basic “human rights” even where they seemed acquired.
According to data from the Ministry of Education, students with foreign citizenship are 876,801, of whom over 500,000 were born in Italy. Based on the five-year school cycle restriction envisaged in the bill, the number of foreign minor beneficiaries enrolled in primary and secondary schools will reach over 300 thousand. Do you think that the demographic contraction that Istat has photographed over the next 10 years will have the right weight in the course of the discussion? Strengthening integration routes means making Italy an increasingly attractive country for jobseekers, thus making their energy and resources available.
Two considerations, one related to education and one to working life. In terms of education, as immigrant children are guaranteed the right to school, teachers today do not seem to perceive the positive impact that Ius scholae could have on the demographic decline. Therefore, I believe that the strong pressure on politicians, which they have always exerted in situations of heavy majority, will not do so. As far as working life is concerned, it unfortunately does not seem to me that so far there has been political capacity for long-term visions and a willingness to activate solutions to the worrying distortion between supply and demand, between demands from the working world and consistent training activities. And so, unfortunately, there does not seem to be a widespread awareness of the importance of strengthening the pathways of integration and connecting them in a fair and mutually convenient way to working life.
In your opinion, are the economic as well as ethical and cultural implications of the provision clear to the political forces that hinder? The article by Giovanni Cominelli shared on your website highlights that the first reason leading to the urgency of the approval of this proposal is linked to the issue of labor shortages caused by children fleeing from technical-professional education of Italian families.
Giovanni Cominelli made a very interesting analysis, touching on topics that were rarely highlighted in such a clear and explicit way. The flight of Italian students from technical and professional education, and more generally the crisis in this sector, is one of the most important unresolved issues in our education system. To date, however, the heavy civil, social and economic consequences of the decline in technical and vocational training appear to be unclear not only for the forces hindering the Ius Scholae, but for all political forces. In short, there is still a general cultural refusal to recreate the overall chain of technical-professional education and training through the strengthening of the “work culture”. A turning point in this situation could be characterized by the progressive decline in the enrollment of Italian students in technical and professional institutes, by the demographic decline and by the increasing number of foreign students, which in less than ten years could become widespread in education and training. , technical and professional. This “overhaul” together with the urgent demands of the world of work could lead to a more “global” vision for this education sector, to recreate a new ecosystem of secondary and tertiary technical vocational education freed from old prejudices about “work culture” and “atavistic limitations of school grammar” .
And in any case, beyond the compelling economic implications, the Ius scholae remains a fundamental civilization struggle that can no longer be postponed …
There is no doubt about this and it is very sad that after more than 30 years from the approval of Convention on the Rights of the Child there are still objections to the approval of Ius Scholae as those we have heard from various parliamentarians. I would like to conclude on this theme and recall the words that François Dubet said at the end of his speech at the recent ADi international seminar: “Against the traditional national mythical narrative, the school should build a narrative in which the nation is in the world where minorities and migrants have a place where the nation is an art of living together, a patriotism of citizens rather than an identity based on the rejection of others. “
I hope, Dubet quotes again, that teachers will be able to withstand the bad winds that blow, and in practice will be able to defend the school of “constitutional patriotism,” as defined by Habermas.